Bridging gaps and moving forward: Building a new model for socioemotional formation and regulation.
Saved in:
| Title: | Bridging gaps and moving forward: Building a new model for socioemotional formation and regulation. |
|---|---|
| Authors: | Lobczowski, Nikki G. (AUTHOR) |
| Source: | Educational Psychologist. Apr-Jun2020, Vol. 55 Issue 2, p53-68. 16p. 1 Diagram, 3 Charts. |
| Subjects: | Educational psychology, Conflict management, Collaborative learning, Classroom environment, Small groups |
| Abstract: | Collaboration is an important lifelong and career skill, and collaborative learning is a growing pedagogical practice. Students often struggle, however, to negotiate, manage conflict, and construct knowledge with other group members. These struggles can lead to negative interactions, resulting in negative emotions. Students in collaborative settings must be able to effectively regulate emotions at both the individual and group level. More research is needed on the emotions that develop in collaborative learning environments and how they relate to socioemotional regulation (i.e., the collective regulation of emotions in group settings) in order to provide a better conceptualization of emotions in small group learning. In this article, I explore ideas from traditional, social, developmental, and educational psychology, combining key elements from seminal theoretical models to introduce a new model for emotion formation and regulation in collaborative learning environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Psychologist is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Collaboration is an important lifelong and career skill, and collaborative learning is a growing pedagogical practice. Students often struggle, however, to negotiate, manage conflict, and construct knowledge with other group members. These struggles can lead to negative interactions, resulting in negative emotions. Students in collaborative settings must be able to effectively regulate emotions at both the individual and group level. More research is needed on the emotions that develop in collaborative learning environments and how they relate to socioemotional regulation (i.e., the collective regulation of emotions in group settings) in order to provide a better conceptualization of emotions in small group learning. In this article, I explore ideas from traditional, social, developmental, and educational psychology, combining key elements from seminal theoretical models to introduce a new model for emotion formation and regulation in collaborative learning environments. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00461520 |
| DOI: | 10.1080/00461520.2019.1670064 |
